Skip to main content
SpringerLink
Log in

Related Work

  • Chapter
  • First Online:
Interactive Multimedia Learning

Part of the book series: Springer Theses ((Springer Theses))

  • 1477 Accesses

Abstract

As depicted before in Fig. 1.2 several research fields contribute to the results of this thesis. As such, one of the opportunities of this work is the interdisciplinary work and application of findings from pedagogy and sociology to the field of computer science. Thus, this chapter starts with the findings relevant for this thesis from the field of pedagogics intersecting with social media (Sect. 2.1) and afterwards with serious games (Sect. 2.2). The last section (Sect. 2.3) is most closely related to the thesis topic and states the findings on social network games in the intersection of serious games and social media (illustrated in Fig. 2.1). Each section will introduce the terms and models of pedagogy, serious games, and social media in the opening of each respective part. Finally, the chapter concludes with the key aspects to be addressed in the following chapters.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Cohen’s \(d\) effect size greater than 0.5 [15, p. 20].

  2. 2.

    Even though mostly the XML data is nowadays a different format, e.g. JavaScript Object Notation (JSON) for easier parsing by receiving Javascript objects.

  3. 3.

    http://www.facebook.com/, last visited on August 13, 2013.

  4. 4.

    http://www.twitter.com/, last visited on August 13, 2013.

  5. 5.

    http://plus.google.com/, last visited on August 13, 2013.

  6. 6.

    https://www.edx.org/, last visited on August 14, 2013.

  7. 7.

    http://ocw.mit.edu/, last visited on August 14, 2013.

  8. 8.

    http://oyc.yale.edu/, last visited on August 14, 2013.

  9. 9.

    Offered by University of California, Irvine at http://oyc.yale.edu/, last visited on August 14, 2013.

  10. 10.

    https://www.udacity.com, last visited on August 14, 2013.

  11. 11.

    Eg. http://www.ehow.com/, http://www.lynda.com/, http://www.ted.com, and http://www.youtube.com/education; all last accessed on August 14, 2013.

  12. 12.

    http://sociallearn.open.ac.uk/, last visited on August 14, 2013.

  13. 13.

    https://www.khanacademy.org, last visited on August 14, 2013 providing all content for free in a social media application environment.

  14. 14.

    McGonigal calls them fixes in her book.

  15. 15.

    When referring to games in the course of this thesis it covers primarily electronic games in forms of video games, computer games, browser games, and mobile games, if not otherwise stated.

  16. 16.

    With better McGonigal refers to improvement in the skills trained by the games.

  17. 17.

    i.e. link (author’s remark).

  18. 18.

    And different from the Five-Factor Model (FFM) that appears to be less robust to cultural differences (cf. [81]).

  19. 19.

    According to Bartle’s blog there exists also a version with 8 players types that could not be found in academically publications unfortunately (cf. http://www.youhaventlived.com/qblog/2008/QBlog251108B.html, last visited on August 16, 2013.).

  20. 20.

    For evaluation results see Sect. 7.1.6.

  21. 21.

    http://www.haygroup.com/leadershipandtalentondemand/contact/, last visited on August 15, 2013.

  22. 22.

    As learning tasks with several possible solution approaches.

  23. 23.

    In a broader—and historical—view a social game is in principle every game with a group of participants interacting (like e.g. the olympic games or chess).

  24. 24.

    Referring to the serious game categories, listed in Sect. 2.2 [67, p. 14].

  25. 25.

    http://www.rb.com/powerbrands/, last visited on August 17, 2013.

  26. 26.

    https://www.greensightcity.de/, last visited on August 17, 2013.

  27. 27.

    http://www.enercities.eu/, last visited on August 17, 2013.

  28. 28.

    The game was available at https://www.facebook.com/fluttergame/ (discontinued). A new tablet-based version is available, see https://www.facebook.com/flutterbutterflysanctuary/, last visited on August 17, 2013.

  29. 29.

    http://datadealer.com, last visited on August 17, 2013 (a multiplayer version is in preparation).

  30. 30.

    http://apps.facebook.com/foodforce/, last visited on August 17, 2013.

  31. 31.

    https://apps.facebook.com/wetopia/, last visited on August 17, 2013.

  32. 32.

    http://www.gamesforchange.org/play/, last visited on August 17, 2013.

  33. 33.

    http://www.steampowered.com/, last visited on August 17, 2013.

  34. 34.

    http://www.steamcommunity.com/, last visited on August 17, 2013.

  35. 35.

    http://steamcommunity.com/workshop/, last visited on August 17, 2013.

  36. 36.

    http://www.xfire.com/, last visited on August 17, 2013.

References

  1. Jean Piaget. Meine Theorie der Geistigen Entwicklung. Beltz GmbH, Julius, 2003. ISBN 3407221428.

    Google Scholar 

  2. Willem Doise, Gabriel Mugny, and Anne-Nelly Perret-Clermont. Social Interaction and the Development of Cognitive Operations. European Journal of Social Psychology, 5(3):367–383, 1975.

    Article  Google Scholar 

  3. L.S. Vygotsky. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 1978. ISBN 0674576292.

    Google Scholar 

  4. Lev S. Vygotsky. Interaction between Learning and Development. Readings on the development of children, pages 29–36, 1997.

    Google Scholar 

  5. Albert Bandura. Social Foundations of Thought and Action. In David F. Marks, editor, The Health Psychology Reader, chapter 6, pages 94–106. SAGE, 2002. ISBN 0761972706.

    Google Scholar 

  6. Kristina Richter. Peer-gestütztes Lehren und Lernen im Klassenraum - Konzeption, Entwicklung und Erprobung einer computergestützten Lernumgebung für den Mathematikunterricht. Ph.D. thesis (in submission), Technische Universität Darmstadt, 2014.

    Google Scholar 

  7. Ralf Steinmetz and Klara Nahrstedt. Multimedia Applications. Springer, 2004. ISBN 3540408495.

    Google Scholar 

  8. William Damon. Peer Education: The Untapped Potential. Journal of Applied Developmental Psychology, 5(4):331–343, December 1984. ISSN 01933973.

    Google Scholar 

  9. Harry Stack Sullivan, Hellen Swick Perry, and Marry Lad Gawel, editors. The Interpersonal Theory of Psychiatry. Norton & Co, New York, USA, 1953. ISBN 0415264774.

    Google Scholar 

  10. William Damon and Erin Phelps. Critical distinctions among three approaches to peer education. International Journal of Educational Research, 13(1):9–19, January 1989. ISSN 08830355.

    Google Scholar 

  11. Pierre Dillenbourg. What do you mean by Collaborative Learning? In Pierre Dillenbourg, editor, Collaborative-learning: Cognitive and Computational Approaches, pages 1–15. Elsevier, Oxford, 1999.

    Google Scholar 

  12. Dietrich Albert and Josef Lukas. Knowledge Spaces: Theories, Empirical Research, and Applications. Psychology Press, 1999. ISBN 0805827994.

    Google Scholar 

  13. Regina Bruder and Christina Collet. Problemlösen lernen im Mathematikunterricht. Cornelsen Scriptor, Berlin, Germany, 2011. ISBN 3589230746.

    Google Scholar 

  14. Regina Bruder. Mathematische Kompetenzen nachhaltig entwickeln und sichern. In Mathematikunterricht entwickeln. Bausteine für kompetenzorientiertes Unterrichten, chapter 2 Vielseit, pages 18–53. Cornelsen Scriptor, 2008.

    Google Scholar 

  15. Jacob Cohen. Statistical Power Analysis for the Behavioral Sciences. L. Erlbaum Associates, 2nd ed. edition, 1988. ISBN 0805802835.

    Google Scholar 

  16. Wolfgang Beywl, Klaus Zierer, and John Hattie. Lernen sichtbar machen. Schneider Verlag GmbH, 2013. ISBN 3834011908.

    Google Scholar 

  17. Elizabeth G. Cohen and John I. Goodlad. Designing Groupwork: Strategies for the Heterogeneous Classroom. Teachers College Press, 2nd editio edition, 1994. ISBN 9780807733318.

    Google Scholar 

  18. Erin Phelps and William Damon. Problem Solving with Equals: Peer Collaboration as a Context for Learning Mathematics and Spatial Concepts. Journal of Educational Psychology, 81(4):639–646, 1989. ISSN 0022–0663.

    Google Scholar 

  19. Dmitrij Burlak. Analyse, Design und Implementierung von algorithmenbasierter Lerngruppen-Optimierung. Master thesis (department type number kom-d-0462), Technische Universität Darmstadt, 2013.

    Google Scholar 

  20. Willem Doise, Gabriel Mugny, and Angela Saint James-Emler. The Social Development of the Intellect. Pergamon Press, Oxford, UK, 1984. ISBN 0080302092.

    Google Scholar 

  21. Leon Festinger. A Theory of Cognitive Dissonance, volume 2. Stanford University Press, 1962. ISBN 0804709114.

    Google Scholar 

  22. Sidney N. Mitchell, Rosemary Reilly, F. Gillian Bramwell, and Frank Lilly. Friendship and Choosing Groupmates: Preferences for Teacher-selected vs. Student-selected Groupings in High School Science Classes. Journal of Instructional Psychology, 31(1):1–6, 2012.

    Google Scholar 

  23. Pedro Paredes, Alvaro Ortigosa, and Pilar Rodriguez. A Method for Supporting Heterogeneous-Group Formation through Heuristics and Visualization. Journal of Universal Computer Science, 16(19):2882–2901, 2010.

    Google Scholar 

  24. Ryan Cavanaugh and Matt Ellis. Automating the Process of Assigning Students to Cooperative-Learning Teams. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, 2004.

    Google Scholar 

  25. Asma Ounnas, Hugh Davis, and David Millard. A Framework for Semantic Group Formation. Eighth IEEE International Conference on Advanced Learning Technologies, pages 34–38, 2008.

    Google Scholar 

  26. Maria de Los Angeles Constantino-González, Daniel D. Suthers, and José D. Escamilla De Los Santos. Coaching Web-based Collaborative Learning based on Problem Solution Differences and Participation. International Journal of Artificial Intelligence in Education, 13(2–4):263–299, 2003.

    Google Scholar 

  27. B Barry and G L Stewart. Composition, Process, and Performance in Self-Managed Groups: the Role of Personality. The Journal of Applied Psychology, 82(1):62–78, February 1997. ISSN 0021–9010.

    Google Scholar 

  28. Alon Lisak and Miriam Erez. Leaders and followers in multi-cultural teams. In Proceeding of the 2009 international workshop on Intercultural collaboration - IWIC ’09, page 81, New York, New York, USA, February 2009. ACM Press. ISBN 9781605585024.

    Google Scholar 

  29. Johannes Konert, Dmitrij Burlak, Stefan Göbel, and Ralf Steinmetz. GroupAL: ein Algorithmus zur Formation und Qualitätsbewertung von Lerngruppen in ELearning Szenarien mittels n-dimensionaler Gütekriterien. In Andreas Breitner and Christoph Rensing, editors, Proceedings of the DeLFI 2013: Die 11. e-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V., pages 71–82, Bremen, Germany, 2013. Köllen. ISBN 9783885796121.

    Google Scholar 

  30. Akiko Inaba, Thepchai Supnithi, Mitsuru Ikeda, Riichiro Mizoguchi, and Jun’ichi Toyoda. How Can We Form Effective Collaborative Learning Groups? In 5th International Conference on ITS, pages 282–291, Montreal, Canada, 2000. Springer.

    Google Scholar 

  31. Nicola Leone, Gerald Pfeifer, Wolfgang Faber, Thomas Eiter, Georg Gottlob, Simona Perri, and Francesco Scarcello. The DLV system for knowledge representation and reasoning. ACM Transactions on Computational Logic, 7(3):499–562, July 2006. ISSN 15293785.

    Google Scholar 

  32. Agoritsa Gogoulou, Evangelia Gouli, George Boas, Evgenia Liakou, and Maria Grigoriadou. Forming Homogeneous, Heterogeneous and Mixed Groups of Learners. In P. Brusilovsky, M. Grigoriadou, and K. Papanikolaou, editors, Proceedings of Workshop on Personalisation in E-Learning Environments at Individual and Group Level, 11th International Conference on User Modeling, pages 33–40, 2007.

    Google Scholar 

  33. Leen-Kiat Soh, Nobel Khandaker, and Hong Jiang. I-MINDS: A Multiagent System for Intelligent Computer- Supported Collaborative Learning and Classroom Management. International Journal of Artificial Intelligence in Education, 18 (2):119–151, 2008.

    Google Scholar 

  34. Christos E. Christodoulopoulos and Kyparisia a. Papanikolaou. A Group Formation Tool in an E-Learning Context. 19th IEEE International Conference on Tools with Artificial Intelligence(ICTAI 2007), pages 117–123, October 2007.

    Google Scholar 

  35. Norbert Gronau. Marktüberblick: Anwendungen und Systeme für das Wissensmanagement. Industrie Management, pages 53–59, 2005.

    Google Scholar 

  36. Ikujiro Nonaka. The Knowledge-Creating Company. Harward Business Review, pages 162–171, 1991.

    Google Scholar 

  37. Jennifer Rowley. The Wisdom Hierarchy: Representations of the DIKW Hierarchy. Journal of Information Science, 33(2):163–180, February 2007. ISSN 0165–5515.

    Google Scholar 

  38. Andreas M. Kaplan and Michael Haenlein. Users of the World, Unite! The Challenges and Opportunities of Social Media. Business Horizons, 53(1):59–68, January 2010. ISSN 00076813.

    Google Scholar 

  39. Jill Armstrong and Tom Franklin. A review of current and developing international practice in the use of social networking (Web 2.0) in higher education.Technical report, St John University, Franklin Consulting, 2008.

    Google Scholar 

  40. Graham Vickery and Sascha Wunsch-Vincent. Participative Web and User-Created Content. OECD Publishing, Paris, 2007. ISBN 9789264037465.

    Google Scholar 

  41. Brett Petersen. Social Platforms GWI.8 Update: Decline of Local Social Media Platforms, 2013. https://www.globalwebindex.net/social-platforms-gwi-8-update-decline-of-local-social-media-platforms/#Brett (Retrieved: 13/08/13)

  42. Jordan Julien. Social Media Interaction Pattern Library, 2011. http://thejordanrules.posterous.com/social-media-interaction-pattern-library (Retrieved: 08/05/12)

  43. Christian Crumlish and Erin Malone. Designing Social Interfaces: Principles, Patterns, and Practices for Improving the User Experience (Animal Guide). O’Reilly Media, Sebastopol, USA, 2009. ISBN 9780596154929.

    Google Scholar 

  44. Wim Westera and Leo Wagemans. Help me! Online Learner Support through the Self- Organised Allocation of Peer Tutors. In Abstracts of the 13th International Conference on Technology Supported Learning & Training, pages 105–107, Berlin, 2007. ICEW GmbH.

    Google Scholar 

  45. Steve Green, Lilyana Nacheva-Skopalik, and Elaine Pearson. An Adaptable Personal Learning Environment for E-Learning and E-Assessment. In Proceedings of the 9th International Conference on Computer Systems and Technologies and Workshop for PhD Students in Computing - CompSysTech ’08, page IV.5, New York, New York, USA, June 2008. ACM Press. ISBN 9789549641523.

    Google Scholar 

  46. Salvador Ros, Agustin C. Caminero, Antonio Robles-Gomez, Roberto Hernández, Rafael Pastor, Timothy Read, Alberto Pesquera, and Raul Muñoz. Deconstructing VLEs to Create Customized PLEs. In Proceedings of the 16th annual joint conference on Innovation and technology in computer science education - ITiCSE ’11, page 384, New York, New York, USA, June 2011. ACM Press. ISBN 9781450306973.

    Google Scholar 

  47. Elisabeth Görsdorf, Regina Bruder, and Julia Sonnberger. Qualitätsentwicklung in der Lehre mit Neuen Medien. Grazer Universitätsverlag, Graz, Austria, 2009.

    Google Scholar 

  48. Irina Diaconita, Christoph Rensing, and Stephan Tittel. Context-aware Question and Answering for Community-based Learning. In Andreas Breitner and Christoph Rensing, editors, Proceedings of the DeLFI 2013: Die 11. e-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V., pages 239–244, Bremen, Germany, 2013. Köllen. ISBN 9783885796121.

    Google Scholar 

  49. Cen Li, Zhijiang Dong, Roland Untch, Michael Chasteen, and Nathan Reale. PeerSpace-An Online Collaborative Learning Environment for Computer Science Students. In Advanced Learning Technologies (ICALT), 2011 11th IEEE International Conference on, pages 409–411. IEEE, 2011.

    Google Scholar 

  50. Robert Lokaiczyk, Eicke Godehardt, Andreas Faatz, Manuel Goertz, Andrea Kienle, Martin Wessner, and Armin Ulbrich. Exploiting Context Information for Identification of Relevant Experts in Collaborative Workplace-Embedded E-Learning Environments. InProceedings of the 2nd European Conference on Technology Enhanced Learning, pages 217–231. Springer, Berlin, 2007.

    Google Scholar 

  51. Terry Daugherty, MS Eastin, and Laura Bright. Exploring Consumer Motivations for Creating User-Generated Content. Journal of Interactive Advertising, 8 (2):16–25, 2008.

    Google Scholar 

  52. Martin Tjokrodiredjo. Analysis, Design and Implementation of a Middleware to Support User Generated Content Creation for Games Using Social Media. Master thesis (department thesis id: Kom-d-0476), Technische Universität Darmstadt, 2013.

    Google Scholar 

  53. Paul Denny, Andrew Luxton-Reilly, and John Hamer. The PeerWise system of student contributed assessment questions. In Proc. of the Tenth Australasian Computing Education Conference (ACE2008), pages 69–74, Wollongong" Australia, January 2008. ISBN 9781920682590.

    Google Scholar 

  54. Karen Stepanyan, Richard Mather, Hamilton Jones, and Carlo Lusuardi. Student Engagement with Peer Assessment: A Review of Pedagogical Design and Technologies. Advances in Web Based Learning-ICWL 2009, pages 367–375, 2009.

    Google Scholar 

  55. Daniel M. Russell, Scott Klemmer, Armando Fox, Celine Latulipe, Mitchell Duneier, and Elizabeth Losh. Will Massive Online Open Courses (MOOCs) Change Education? In CHI ’13 Extended Abstracts on Human Factors in Computing Systems on - CHI EA ’13, pages 2395–2398, New York, New York, USA, April 2013. ACM Press. ISBN 9781450319522.

    Google Scholar 

  56. Elly A. Konijn and Marije Bijvank. Doors to Another Me. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 12, pages 179–203. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  57. Jane McGonigal. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. Penguin Press HC, The, 2011. ISBN 1594202850.

    Google Scholar 

  58. Richards. Teach the World to Twitch: An Interview with Marc Prensky, CEO and Founder Games2train.com, 2003. http://archive.futurelab.org.uk/resources/publications-reports-articles/ web-articles/Web-Article578 (Retrieved: 10/10/2013).

  59. Stefan Göbel and Michael Gutjahr. What Makes a Good Serious Game - Conceptual Approach Towards a Metadata Format for the Description and Evaluation of Serious Games. Proceedings of the European Conference on Games Based Learning, pages 202–210, 2011.

    Google Scholar 

  60. Jonas Linderoth, Berner Lindström, and Mikael Alexandersson. Learning With Computer Games. In Jeffrey Goldstein, David Buckingham, and Gilles Brougere, editors, Toys, Games, and Media, chapter 10, pages 157–177. Lawrence Erlbaum Associates, Mahwah N.J., 1 edition, 2004. ISBN 1410611000.

    Google Scholar 

  61. Ute Ritterfeld, Michael J. Cody, and Peter Vorderer. Serious Games: Mechanisms and Effects. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  62. Stefan Göbel, Robert Konrad, Luca Salvatore, Sebastian Sauer, and Kerstin Oswald. U-CREATE: Authoring Tool for the Creation of Interactive Storytelling Based Edutainment Applications. In Eva 2007 Florence. Electronic Imaging and the Visual Arts: Conference, Training and Exhibition, pages 53–58, Bologna, Italy, 2007. Pitagora Editrice.

    Google Scholar 

  63. Luis von Ahn and Laura Dabbish. Designing Games with a Purpose. Communications of the ACM, 51(8):58–67, August 2008. ISSN 00010782.

    Google Scholar 

  64. Marc Prensky. Digital Game-Based Learning. Computers in Entertainment, 1(1): 21, October 2003. ISSN 15443574.

    Google Scholar 

  65. Linda Breitlauch. Ohne Spaßkein Ernst - Lebenslanges Spielen mit Applied Games, 2013.

    Google Scholar 

  66. Debra A. Lieberman. Designing Serious Games for Learning and Health in Informal and Formal Settings. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 8, pages 117–130. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  67. Rabindra Ratan and Ute Ritterfeld. Classifying Serious Games. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 2, pages 10–24. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  68. Stefan Göbel, Michael Gutjahr, and Sandro Hardy. Evaluation of Serious Games. In Klaus Bredl and Wolfgang Bösche, editors, Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare, chapter 7, pages 105–115. IGI Global, Hershey, USA, 1 edition, 2013. ISBN 9781466636736.

    Google Scholar 

  69. Johannes Konert, Viktor Wendel, Kristina Richter, and Stefan Göbel. Collaborative Learning and Game Mastering in Multiplayer Games. In Klaus Bredl and Wolfgang Bösche, editors, Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare, chapter 6, pages 85–104. IGI Global, Hershey, USA, 1 edition, 2013. ISBN 9781466636736.

    Google Scholar 

  70. Florian Mehm, Christian Reuter, and Stefan Göbel. Authoring of Serious Games for Education. In Klaus Bredl and Wolfgang Bösche, editors, Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare, chapter 4, pages 60–73. IGI Global, Hershey, USA, 1 edition, 2013. ISBN 9781466636736.

    Google Scholar 

  71. Begoña Gros. Digital Games in Education: The Design of Games-Based Learning Environments. Journal of Research and Technology in Education, 40(1):23–38, 2007.

    Article  Google Scholar 

  72. Arthur Graesser, Patrick Chipman, Frank Leeming, and Suzanne Biedenbach. Deep Learning and Emotion in Serious Games. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 6, pages 83–102. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  73. M Fullan and Maria Langworthy. Towards a New End: New Pedagogies for Deep Learning. Technical Report June, Collaborative Impact, Seattle, USA, 2013.

    Google Scholar 

  74. Mihaly C‘sikszentmihalyi. Flow: The Psychology of Optimal Experience. Harper Perennial, first edit edition, 1991. ISBN 9780060920432.

    Google Scholar 

  75. Penelope Sweetser and Peta Wyeth. GameFlow: A Model for Evaluating Player Enjoyment in Games. Technology, 3(3):1–24, 2005.

    Google Scholar 

  76. Jenova Chen. Flow in Games (and Everything Else). Communications of the ACM, 50(4):31–34, 2007.

    Article  Google Scholar 

  77. Gordon Willard Allport. Personality: a Psychological Interpretation. H. Holt and Company, 1937.

    Google Scholar 

  78. Hans J. Eysenck. Dimensions of Personality. Transaction Publishers, 1947. ISBN 1412821738.

    Google Scholar 

  79. William Revelle. Personality structure and measurement: the contributions of Raymond Cattell. British journal of psychology (London, England : 1953), 100(Pt 1A):253–7, April 2009. ISSN 0007–1269.

    Google Scholar 

  80. Paul T Costa and Robert R MacCrae. Revised NEO Personality Inventory (NEO PIR) and NEO Five-Factor Inventory (NEO FFI): Professional Manual. Psychological Assessment Resources, 1992.

    Google Scholar 

  81. Filip De Fruyt, Robert R McCrae, Zsófia Szirmák, and János Nagy. The Fivefactor Personality Inventory as a measure of the Five-factor Model: Belgian, American, and Hungarian comparisons with the NEO-PI-R. Assessment, 11(3): 207–15, September 2004. ISSN 10731911.

    Google Scholar 

  82. Beatrice Rammstedt and Oliver P. John. Kurzversion des Big Five Inventory (BFI-K): Diagnostica, 51(4):195–206, October 2005. ISSN 00121924.

    Google Scholar 

  83. Isabel Briggs Myers, Mary H McCaulley, Naomi L Quenk, and Allen L Hammer. The MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator, 1998.

    Google Scholar 

  84. Richard A. Bartle. Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs. Journal of MUD Research, 1(1):19, 1996.

    Google Scholar 

  85. Richard A. Bartle. Designing Virtual Worlds. New Riders, 1 edition, 2003. ISBN 0131018167. chapter bibliography 41.

    Google Scholar 

  86. Erwin Andreasen and Brandon Downey. Bartle Test of Gamer Psychology, 2006. http://www.gamerdna.com/quizzes/bartle-test-of-gamer-psychology/ (Retrieved: 27/04/13)

  87. Robin D. Laws. Robin’s Laws of Good Game Mastering. Steve Jackson Games, 2002. ISBN 1556346298.

    Google Scholar 

  88. Federico Peinado and Pablo Gervás. Transferring Game Mastering Laws to Interactive Digital Storytelling. Lecture Notes in Computer Science., 3105:48–54, 2004.

    Article  Google Scholar 

  89. Darryl Charles, Michael Mcneill, Moira Mcalister, Michaela Black, Adrian Moore, Karl Stringer, Julian Kücklich, and Aphra Kerr. Player-Centred Game Design: Player Modelling and Adaptive Digital Games. In Proceedings of DiGRA 2005 Conference: Changing Views - Worlds in Play. DiGRA, 2005.

    Google Scholar 

  90. Frank Romanelli, Eleanora Bird, and Melody Ryan. Learning styles: a review of theory, application, and best practices. American journal of pharmaceutical education, 73(1):9, February 2009. ISSN 15536467.

    Google Scholar 

  91. Richard M. Felder. Matters of Style. ASEE Prism, 6(4):18–23, 1996.

    Google Scholar 

  92. Richard M. Felder and Linda K. Silverman. Learning and Teaching Styles. Engineering Education, 78(June):674–681, 1988.

    Google Scholar 

  93. Alvaro Ortigosa, Pedro Paredes, and Pilar Rodriguez. AH-Questionnaire: An Adaptive Hierarchical Questionnaire for Learning Styles. Computers & Education, 54(4):999–1005, May 2010. ISSN 03601315.

    Google Scholar 

  94. Alice Y. Kolb and David A. Kolb. The Kolb Learning Style Inventory - Version 3.1 Technical Specifications. Technical report, HayGroup, Boston, USA, 2005.

    Google Scholar 

  95. Stefan Göbel, Florian Mehm, Sabrina Radke, and Ralf Steinmetz. 80days: Adaptive Digital Storytelling For Digital Educational Games. In Yiwei Cao, Anna Hannemann, Baltasar Fernández Manjón, Stefan Göbel, Cord Hockemeyer, and Emmanuel Stefanakis, editors, Proceedings of the 2nd International Workshop on Story-Telling and Educational Games (STEG’09), Aachen, 2009.

    Google Scholar 

  96. Michael D. Kickmeier-Rust, Christina M. Steiner, and Dietrich Albert. Noninvasive Assessment and Adaptive Interventions in Learning Games. In 2009 International Conference on Intelligent Networking and Collaborative Systems, pages 301–305. IEEE, November 2009. ISBN 9781424451654.

    Google Scholar 

  97. Florian Mehm. Authoring of Adaptive Single-Player Educational Games. Ph.D. thesis, Technische Universität Darmstadt, 2013.

    Google Scholar 

  98. Valerie J. Shute, Matthew Ventura, Malcom Bauer, and Diego Zapata-Rivera. Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 18, pages 295–321. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  99. Valerie Shute and Matthew Ventura. Stealth Assessment: Measuring and Supporting Learning in Video Games. MIT Press, 2013. ISBN 0262518813.

    Google Scholar 

  100. Hua Wang, Cuihua Shen, and Ute Ritterfeld. Enjoyment of Digital Games. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 3, pages 25–47. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  101. Cuihua Shen, Hua Wang, and Ute Ritterfeld. Serious Games and Seriously Fun Games. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 4, pages 48–61. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  102. James Paul Gee. Deep Learning Properties of Good Digital Games. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 5, pages 67–82. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  103. Hua Wang and Arvind Singhal. Entertainment-Education Through Digital Games. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 17, pages 271–292. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  104. Gary Bente and Johannes Breuer. Making the Implicit Explicit. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 19, pages 322–343. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  105. Ines Di Loreto and Abdelkader Gouaïch. Social Casual Games Success is not so Casual. Word Journal Of The International Linguistic Association, 2004.

    Google Scholar 

  106. Nick O’Neill. What exactly are social games?, 2008. http://www.socialtimes.com/2008/07/social-games/ (Retrieved: 18.01.2011)

  107. Valentina Rao. Facebook Applications and Playful Mood: the Construction of Facebook as a Third Place. In Proceedings of the 12th international conference on Entertainment and media in the ubiquitous era - MindTrek ’08, pages 8–12, New York, New York, USA, October 2008. ACM Press. ISBN 9781605581972.

    Google Scholar 

  108. Aki Järvinen. Social Game Design for Social Networks, 2010. http://playgen.com/game-design-for-social-networks/ (Retrieved: 22/01/2011).

  109. PlayGen. Social Games - Make Games with PlayGen, 2010.

    Google Scholar 

  110. Adam M. Brandenburger and Barry J. Nalebuff. Co-Opetition. Currency Doubleday, 1997. ISBN 0385479506.

    Google Scholar 

  111. Johannes Konert, Stefan Göbel, and Ralf Steinmetz. Towards a Social Game Interaction Taxonomy. In Stefan Göbel and Josef Wiemeyer, editors, Proceedings of the International Conference on Serious Games (GameDays) in conjunction with International Conference on E-Learning and Games (Edutainment), pages 99–110, Darmstadt, Germany, 2012. Springer. ISBN 9783642334658.

    Google Scholar 

  112. Stacey Spiegel and Rodney Hoinkes. Immersive Serious Games for Large Scale Multiplayer Dialogue and Cocreation. In Ute Ritterfeld, Michael J. Cody, and Peter Vorderer, editors, Serious Games: Mechanisms and Effects, chapter 27, pages 469–485. Routledge, New York, USA, 1 edition, 2009. ISBN 0415993709.

    Google Scholar 

  113. Erik Knol and Peter De Vries. EnerCities-A Serious Game to Stimulate Sustainability and Energy Conservation: Preliminary Results. eLearning Papers, (45):1–10, 2011. ISSN 18871542.

    Google Scholar 

  114. Shakeel Ahmad and Christos Bouras. The Community Network Game Project:Enhancing Collaborative Activities in Online Games. In CONTENT 2010 The Second International Conference on Creative Content Technologies, pages 21–26, 2010.

    Google Scholar 

  115. George Adam, Christos Bouras, Vaggelis Kapoulas, and Andreas Papazois. Building Community and Collaboration Applications for MMOGs. International Journal of Computer Games Technology, 2012:1–13, 2012. ISSN 1687–7047.

    Google Scholar 

  116. Sonja Bergsträßer, Tomas Hildebrandt, Christoph Rensing, and Ralf Steinmetz. Virtual context based services for multiplayer online games to facilitate community participation. Multimedia Tools and Applications, 45(1–3):347–367, May 2009. ISSN 1380–7501.

    Google Scholar 

  117. Tomas Hildebrandt, Sonja Bergsträßer, Christoph Rensing, and Ralf Steinmetz. Capturing And Storing Profile Information For Gamers Playing Multiplayer Online Games. In Maha Abdallah, editor, 8th Annual Workshop on Network and Systems Support for Games, NetGames 2009, pages 1–2, 2009. ISBN 9781424456048.

    Google Scholar 

  118. Sonja Bergsträßer. Virtuell Kontextbasierte Dienste-Definition, Beschreibung und Verwendung von Kontext in Virtuellen Welten. Ph.D. thesis, Technische Universität Darmstadt, 2010.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Electrical Engineering and Information Technology, Technische Universität Darmstadt, Darmstadt, Germany

    Johannes Konert

Authors
  1. Johannes Konert
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Johannes Konert .

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Konert, J. (2015). Related Work. In: Interactive Multimedia Learning. Springer Theses. Springer, Cham. https://doi.org/10.1007/978-3-319-10256-6_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-10256-6_2

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-10255-9

  • Online ISBN: 978-3-319-10256-6

  • eBook Packages: EngineeringEngineering (R0)

Publish with us

Policies and ethics

Search

Navigation